Veidlapa Nr. M-3 (8)
Study Course Description
Development of Social-Emotional Skills
Course Code
LSPA_561
Branch of Science
Health sciences
ECTS
3.00
Target Audience
Sports Trainer
LQF
Level 6
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Gundega Ulme
Structure Unit Manager
Uģis Ciematnieks
Structural Unit
Department of Sports Theory
Contacts
LSPA, Brīvības gatve 333, Riga, LV-1006
About Study Course
Objective
During the course, students will gain an understanding of the socio-emotional competence approach in education, develop the skills to apply socio-emotional competences in everyday life and create a relationship-oriented learning environment.
Preliminary Knowledge
General secondary education
Learning Outcomes
Knowledge
1.Knows the SEM model and five SEM (social-emotional learning) competencies (hereinafter - SEMK), and their connection with sports pedagogy. Students acquire knowledge of all five SEMKs in practical lessons - through personal experience and self-understanding.
Skills
1.Consciously develops SEM competencies by creating a relationship-oriented learning environment. Can apply SEM methods in the learning process in order to create a learning environment oriented to mutual trust and cooperation in the classroom. Apply various SEM strategies to promote socio-emotional development. Can create self-management plans.
Competences
1.Manages his emotions, thoughts and behavior in different situations. Demonstrates competencies in coping with stress, self-motivation and setting personal and academic goals.
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Individual work |
60.00% from total grade
|
10 points
|
|
Presentation and practical activity. Students deepen their knowledge in the topics learned during the lecture by doing two independent works. Students' independent work is organized individually and/or in work groups. The independent works must be presented in seminar classes, the self-assessment of SEM competences must be presented individually. If the student has been sick for a long time and/or has not actively participated in the seminars, knowledge can be tested in a test. |
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
40.00% from total grade
|
10 points
|
|
SEMK self-assessment. Participation in seminars. |
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Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
SEM, learning as a social process.
The relationship of SEM to the individual's mental health.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
SEM, learning as a social process.
The relationship of SEM to the individual's mental health.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
SEM model. Groups of cognitive, emotional and behavioral competencies.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
SEM model. Groups of cognitive, emotional and behavioral competencies.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
SEM's five groups of competences and their development approaches
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
SEM's five groups of competences and their development approaches
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Application of SEM in Formal, Formal and Non-formal Education. Teaching methods and techniques. Group work and learning through play.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Teaching methods and techniques - kinetic activities.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Teaching methods and techniques - kinetic activities.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Reflection, its levels. Learning-oriented feedback.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Reflection, its levels. Learning-oriented feedback.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Assessing SEM skills using formative assessment methods and self-assessments. Practical tools for evaluating SEM in school.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Assessing SEM skills using formative assessment methods and self-assessments. Practical tools for evaluating SEM in school.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Implementation of SEM in the practice of sports pedagogy. Creating a relationship-oriented learning environment in sports lessons.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Implementation of SEM in the practice of sports pedagogy. Creating a relationship-oriented learning environment in sports lessons.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Implementation of SEM in the practice of sports pedagogy. Creating a relationship-oriented learning environment in sports lessons.
|
Total ECTS (Creditpoints):
3.00
Contact hours:
20 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Metodiskie paņēmieni skolēnu sociāli emocionālo prasmju novērtēšanai skolā (2015). Projekts “Learning to be”, 164lpp.Suitable for English stream
2.
Rokasgrāmata pedagogiem cieņpilnas komunikācijaskultūras veicināšanai klasē, “Izzini sevi - saproti citus!” Rokasgrāmatas elektroniskā versija ir atrodama: sadaļā “Projekti”
3.
Conley, C., S. (2015). SEL in Higher Education. In Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Guillotta, T. P. (Eds.), Handbook of Social and Emotional Learning. NY: Guilford Press.Suitable for English stream
Additional Reading
1.
Drago-Severson, E., & Blum-DeStefano, J. (2016). Theoretical Foundations of Feedback for Growth. Tell Me So I Can Hear You: A Developmental Approach to Feedback for Educators. Cambridge, MA: Harvard Education Press.Suitable for English stream
2.
Social-Emotional Learning Is the Rage in K-12. So Why Not in College? (2017). EdSurge article by Norian Caporale-Berkowitz (May 4, 2017)Suitable for English stream
3.
Bridging Theory to Practice (BTtoP)Suitable for English stream
Other Information Sources
1.
Teques, A. P., de Oliveira, R. F., Bednarikova, M., Bertollo, M., Botwina, G., Khomutova, A., Turam, H. E., Dinç, İ., López-Flores, M., & Teques, P. (2024). Social and Emotional Skills in at-Risk Adolescents through Participation in Sports. Sports, 12(7), 181.